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001 9781003251286
003 FlBoTFG
005 20251030122231.0
006 m o d
007 cr |||||||||||
008 241018s2025 enk ob 001 0 eng
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9781003251286
_q(ebook)
020 _a1003251285
020 _a9781040310533
_q(electronic bk. : EPUB)
020 _a1040310532
_q(electronic bk. : EPUB)
020 _a9781040310496
_q(electronic bk. : PDF)
020 _a1040310494
_q(electronic bk. : PDF)
020 _z9781032169835
_q(hardback)
020 _z9781032169859
_q(paperback)
020 _z1032169834
020 _z1032169850
024 7 _a10.4324/9781003251286
_2doi
035 _a(OCoLC)1467197589
035 _a(OCoLC-P)1467197589
050 0 0 _aPL1065
072 7 _aEDU
_x029080
_2bisacsh
072 7 _aFOR
_x000000
_2bisacsh
072 7 _aFOR
_x003000
_2bisacsh
072 7 _aJNU
_2bicssc
100 1 _aNeal, Robert
_c(Chinese teacher),
_eauthor.
_993129
245 1 0 _aIntelligibility, tones and young beginner learners of Mandarin Chinese /
_cRobert Neal.
264 1 _aAbingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2025.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aRoutledge Chinese language pedagogy
520 _a"Two decades ago, Mandarin Chinese seemed set to become a mainstream school subject in Anglophone settings. Yet current learning outcomes are generally disappointing. Is Chinese too difficult for learners at this level? Should it be left to the posh kids with pushy parents? Set within the context of teaching and learning Chinese at an inner-city secondary school in the North of England and adopting a case study research design, this book aims to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. While existing research has shown that producing native-like tones is difficult for Anglophone learners, the question of how important tones are for intelligibility has been largely ignored. Do heavily accented tones actually matter? Which specific areas of the learners' speech signal mislead their listeners? How aware are learners of their own pronunciation errors? Teachers of Chinese may not be able to solve entrenched geopolitical tensions, but we can lay the foundations for a stronger engagement with China through excellent teaching. However, before authoritative pedagogical interventions can be made, far more understanding is required of not only how adolescent beginners learn Chinese in school settings, but also what can be realistically expected of them"--
_cProvided by publisher.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aChinese language
_xStudy and teaching (Primary)
_xEnglish speakers.
_993130
650 0 _aChinese language
_xStudy and teaching (Secondary)
_xEnglish speakers.
_993131
650 0 _aChinese language
_xPronunciation by foreign speakers.
_993132
650 0 _aChinese language
_xTone.
_993133
650 0 _aChinese language
_xErrors of usage.
_993134
650 7 _aFOREIGN LANGUAGE STUDY / General
_2bisacsh
_992882
650 7 _aFOREIGN LANGUAGE STUDY / Chinese
_2bisacsh
_993135
830 0 _aRoutledge Chinese language pedagogy.
_993136
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003251286
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _cE-Books
999 _c67474
_d67474